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Although the Paralympic Games have been around for over 60 years, women remain underrepresented in almost all aspects of the Paralympic Movement. It has been suggested that a way to increase women's involvement is through the implementation of mixed-gender events. On paper, this approach makes sense. However, when it comes to the implementation of mixed-gender opportunities for women, it is less clear how effective these events are in increasing participation by women in Para sport. Through document analysis and interviews with athletes and organizers of mixed-gender Paralympic sport, we explore the various strategies that four mixed-gender sports have used to address the issue of gender parity. Using critical feminist theories, we illustrate how larger social, political, and cultural ideas about gender influence women's experiences within these events and discuss the potential of using mixed-gender initiatives to address gender parity within the Paralympic Movement. [ABSTRACT FROM AUTHOR]

Aims: Inpatient falls among older adults are a relentless problem, and extant inpatient fall prevention research and interventions lack the older adults' perspectives and experiences of their own fall risk in the hospital. Theory‐guided research is essential in nursing, and the purpose of this paper was to describe the process of developing a theoretical framework for a phenomenological nursing study exploring older adults' lived experiences of being at risk for falling in the hospital. Method: Based on philosophical nursing underpinnings, the Health Belief Model (HBM) was selected as the theoretical model. The limitations of the model led to expansion of the model with established concepts associated with accidental falls among older adults. Results: The HBM was selected as the guiding model due to its ability to capture a broad range of perceptions of a health threat. The HBM was expanded with the concepts of embarrassment, independence, fear of falling, dignity and positivity effect. The addition of these concepts made the theoretical framework more applicable to age‐related developmental behaviours of older adult and more applicable to nursing research. Conclusion: The Expanded HBM theoretical framework may guide future nursing research to develop fall prevention interventions to decrease fall rates among hospitalized older adults. Patient or Public Contribution: No Patient or Public Contribution. [ABSTRACT FROM AUTHOR]

Feminist Imaginaries are psychological and social spaces where creative possibilities are overflowing. They facilitate new ways of being, new ways of knowing and new ways of knowledge creation. This paper embraces a decolonial and feminist approach to storytelling, remembering, reclaiming and retelling; telling the stories of a band of wandering women, journeying to the psychosocial spaces of the Imaginary. Drawing upon a feminist theoretical tapestry, creative writing methods and autoethnographic approaches, the story is an example of the possibilities for Feminist Imaginaries in academic research. Many female students I have encountered naively believe they have social justice and equality but the inequalities are hidden in low paid, part-time work and unpaid care. To explore patriarchy's deceptive nature, reference is made to the canons of Western art and literature as spaces from which to depart. It is from this space and time of departure that our journeys to the Imaginaries begin. Our lived experiences as artists as educators makes our activism all the more urgent to care for racialised, working class and disabled students. Those experiences are illustrated in poetry and visually in an artwork created to accompany this paper entitled, "Remember, shout her name, tell her-story." Furthermore, creative writing is a form of the Imaginary and is used to tell this tale. I suggest, by borrowing from Laurel Richardson, creative writing is a method of inquiry to learn about ourselves and our research. By writing into the topic, rather than reading around and then writing, the imagination can wander and wonder freely. I include a small demonstration of how this process might be performed. In this way the story is open-ended, to be continued, as so too the fight for social and gender justice must continue. Accordingly, I invite you, the reader, to remember your stories, reclaim, imagine them, document and share them.

Purpose: This study aims to explore the daily stressors experienced by adolescents with Type 1 diabetes (T1D) and the perceived impact of those stressors on their self‐management and psychological well‐being. Design and Methods: We conducted semistructured in‐depth telephone interviews using a qualitative descriptive approach with 20 adolescents aged 14–17 years with T1D and analyzed subsequent data using thematic analysis. Results: Participants who were non‐Hispanic white made up 85% of the sample, 75% identified as female and mean age was 15 years. The study identified two key themes: "the everyday stress of living with diabetes" and "managing stress and supporting psychological well‐being." Participants described heightened mental load, the impact of daily activities, stress associated with public diabetes management, and added stress due to COVID‐19. Primary mitigation techniques included family support, peer support networks, activity engagement, and personal acceptance of their condition. Practice Implications: We found that there is a compound effect that occurs with balancing daily disease management with normative activities of daily living. These data will help guide the design of new interventions and tailoring of existing interventions. Future intervention development may include physical exercise, mindfulness training, and stress reducing techniques. [ABSTRACT FROM AUTHOR]

While there is a substantial body of leaving care research, the theorization of care leaving has been more limited. Only a few studies have incorporated a life course perspective, mainly in Global North contexts where life course perspectives may differ significantly from those in the Global South, including Africa. Drawing on findings from a feasibility research study, this paper contributes to the emerging international literature on theorizing care leaving by applying a life course perspective to the experiences of youth leaving care in four African countries. The paper highlights how life course can be a useful conceptual framework for understanding the experiences of care leavers with an emphasis on four core concepts: biography, linked lives, waithood, and agency. Implications for policy and practice are outlined with a focus on interdependence, participatory practice, biography, and cultural transition planning alongside efforts to redress systemic, oppressive barriers facing care leavers in society.

The First 1000 Days (the period from conception to a child's second birthday) is an important developmental period. However, little is known about experiences of parents with refugee and migrant backgrounds during this period. A systematic review was conducted according to PRISMA guidelines. Publications were identified through searches of the Embase, PsycINFO, PubMed, and Scopus databases, critically appraised, and synthesised using thematic analysis. A total of 35 papers met inclusion criteria. Depressive symptomatology was consistently higher than global averages, however maternal depression conceptualisations differed across studies. Several papers reported changes in relationship dynamics as a result of having a baby post-migration. Consistent relationships were found between social and health support and wellbeing. Conceptualisations of wellbeing may differ among migrant families. Limited understanding of health services and relationships with health providers may impede help-seeking. Several research gaps were identified, particularly in relation to the wellbeing of fathers, and of parents of children over 12 months old. [ABSTRACT FROM AUTHOR]

This article reports on a national study commissioned by Tennis Australia to assess the positive role that sport, specifically tennis, has on the lives of LGBT+ people in Australia. It explores specifically the role of tennis in building social solidarity and community capital through leisurely and organised sporting activities. Theoretically, this paper is anchored in the work of Putnam, where we demonstrate how sport promotes and bridges social capital. Scholarship that explores how sport can be a source of celebration and enjoyment for LGBT+ people remains underexplored. To gain comprehensive insights into the perceptions and lived experiences of LGBT+ tennis players, we employed a qualitative research design drawing on the methods of semi-structured interviews, focus groups, and participant observation. In total 27 interviews were conducted, 3 focus groups and over 50 hours of observations at various LGBT+ tennis clubs and tournaments in Sydney, Hobart, Perth and Melbourne. Our paper makes a significant contribution to scholarship by assessing the ways in which sport can advance inclusion efforts for LGBT+ people, and positively impact their lives and overall wellbeing. Our research clearly indicated that those who play tennis reported improvement in their mental and physical health whilst also enhancing their social capital.

Background: A move beyond static and representational accounts of science learning and becoming through relations is needed. Purpose: In this paper extra-learning activities in science offered by a community organization to an elementary class over one academic school year are assessed in light of their contributions to science learning and becoming. The latter is explored through a theoretical grounding and focus on the entanglements of bodies, materials, and affect. In doing so, the paper speaks to the affective turn in science education. The study is grounded in a non-representational and subjective reading of the work affect is doing yet also attends to the role of materials and bodies within that process, speaking to materialism, embodiment, and dignity. Sample: One elementary school class, participating in a one-year long activity assumed by a community organization (CO). Design & Method: Data was collected through a video ethnography of the science activities assumed by the CO. Through interaction analysis, telling moments of joint-engagement in science were analysed by centering body-material-affect entanglements. By juxtaposing these moments with background information from interviews of the teacher and the instructor, a bricolage of data sources led to narratives presented as three stories. Results: Making evident entanglements through three stories, the paper offers insights into ways non-representational embodied and material forms of learning and becoming can be studied and documented and the insights they might offer into understanding learning and becoming in science. The stories speak to the kind of work entanglements make evident in terms of lived affect in science but also moments of relations between participants and dignity affirming or undermining work in science learning and becoming. Conclusion: More studies are needed to engage with body-material entanglements in and through affect and report on the manner affect supports dignifying forms of engagement with science.

This paper reflects on the recounts of a group of 'old boys' about their transition from elite schools to university. Analysis of semi-structured interview data reveals that this transition was not always straightforward. Although educational background has traditionally determined access to, and progress through, university, this paper details the challenges that confronted a group of old boys as they negotiated a landscape that did not align with the positionality they had assumed in their schooling. Defining this as a 'bubble bursting' moment, the participants relay how negotiations of their positionality provoked a reflexive accounting of what to keep and what to reject in the formation of undergraduate identities. The discourses that surround the educational choices made by elite school students indicate how tightly bound notions of achievement and academic excellence define expectations and concomitant senses of Self. Exposure to a larger, and more diverse student population, as well as changed social strata, resulted in the questioning of the elite school environment and the preparation that it provided. This paper explores a currently under-theorised aspect of the literature to detail how the emotions and feelings that elite school alumni experience frames the transition to university.

The complexity of interdisciplinary research, including the time needed to understand multiple approaches and develop skills, within a university structure organised in disciplines, means that interdisciplinary research can be difficult for a developing researcher. However, early- and mid-career researchers (EMCRs) are key to the future of interdisciplinary research. This paper asks, 'Why and how do EMCRs become interdisciplinarians?' It draws on analysis of interviews supplemented by ethnographic observations from a research project exploring the development of interdisciplinary expertise in universities. This paper outlines six common intersecting career pathways through which EMCRs come to work across disciplines. The diverse and often ad hoc nature of interdisciplinary research careers implies that support systems, resources and training need to be adaptive and flexible.

The paper presents results of a phenomenological longitudinal qualitative study undertaken with mentors associated with the Big Brothers Big Sisters programme in the Czech Republic. Ten mentors were interviewed during the first month and after 5 and 10 months of their mentoring involvement employing phenomenological in-depth semi-structured interviews. Interpretive Phenomenological Analysis (IPA) was subsequently applied using QSR NVivo software for data analysis. This paper reports the findings of an IPA analysis of one of the central theme of mentors' experience, common to all interviewed mentors: initial motivation to volunteer in formal youth mentoring relationships (FYMRs). The findings of the IPA analysis are discussed using the framework of self-determination theory (SDT) with its continuum of autonomous and controlling motivations. As a result, we argue that the initial motivations of mentors can be assessed according to the level of autonomy in mentors' motivation, in other words, congruence of their motivations with the authentic self. We argue that the level of congruence of mentors' motivation with the authentic self can be considered as the quality feature of the mentors' motivation. We conclude that, in theory, this feature has an impact on the subsequent dynamics and perceived satisfaction of formal youth mentoring relationships. We recommend that the mentors' motivation, and specifically, the level of autonomy in mentors' motivation to volunteer with socially disadvantaged children be assessed in mentoring programmes as a qualitative feature in mentors' training and recruitment.

Nature connection has been found in previous research to be a predictor of pro-environmental attitudes and behaviours. For this reason, efforts to build children's nature connection through a variety of avenues, including environmental education, have been explored by practitioners and researchers alike. In this paper we undertook a purposive literature search of research looking at factors associated with children's nature connection. The resulting synthesis of 28 studies found demographic, dispositional, affective, familial, environmental, and experiential factors that are associated with children's nature connection that will be of interest to educators, parents, researchers, and policy makers. Recommendations are made for the implementation in environmental education programmes and beyond, in order effectively mobilise an integrated response that will foster a sustained connection to the natural world.

This qualitative study involves six lecturers who have supervised students with disabilities. Participants were purposively selected and interviewed telephonically using semi-structured interviews. The study adopted a thematic data analysis approach to identify patterns in supervision experiences. The paper problematises a deficit approach that is dominantly adopted to identify and design programmes and manage students-at-risk. The analysis of the supervision of postgraduate students-at-risk is framed within the Humanising pedagogy which advances the accommodation of students' unique needs to develop their capacities for success. This theoretical framework is not adopted much in the open and distance learning context at postgraduate level and the use of supervisors' insights adds new knowledge to the field that is dominated by students' experiences. The study established that students do not communicate their disabilities to supervisors timely for early intervention, supervisors are responsive to students' challenges which include difficulties in academic writing and limited access to research resources and technologies, and supervisors experience systemic challenges in acquiring assistive technology for students with disabilities. This study proposes a humanised supervision model that advances disability inclusivity.

This study was designed considering the necessity of a questionnaire (validated on Romanian population and built after consulting the available papers on the subject) for evaluating the resilience of adolescents. It was focused on further developing the ARES ("Adolescents' Resilience Evaluation Scale", built in 2018 as a pilot-study, with 62 subjects). This new form (ARES-i25) includes new theoretical aspects, new items and it was completed by 423 subjects. Using factorial exploratory analysis, five factors (which explained 72,1% of the variance of resilience) were identified: tenacity and self-efficiency; self-confidence; learn from life experiences; rapid recovery after trauma; social and familial resources. The reliability was proven by its internal consistency ([alpha]= 0.83 on a general level, and subscales 0.71<[alpha]> 0.89), while its concurrent validity was proven by 0.05 0.75 (comparing the results to those of BRS - Smith et al., 2008) thus proving the adequate psychometric qualities of the new form of ARES-i25. Future studies will focus on extending the sample and on applying ARES-i25 in other countries and creating programs for developing resilience.

Internationally, there are concerns that more needs to be done to address the inequalities in participation in science, technology, engineering, and mathematics (STEM) subjects at the degree level. In response, research focused on better understanding what influences young people's STEM participation has focused on a range of factors. This paper contributes to the existing research with an analysis of how "science capital" and "STEM identity" relate to STEM participation. We draw on data from 3310 young people aged 21-22 who had undertaken an undergraduate degree, 523 of whom studied a STEM subject. We found that science capital and STEM identity were statistically significantly related to studying a STEM degree (with science capital being weakly and STEM identity strongly associated with STEM study at university). Adopting a Bourdieusian lens, we discuss what our findings mean for higher education and what more could be done to support students, especially those who are currently under-represented in STEM, such as through better recognising and developing their science capital and supporting their sense of belonging in STEM.

Gamification possesses a great potential to shape human behaviors and performance. However, the mixed results in gamification research suggest the need to develop a thorough understanding of the mechanistic underpinnings of gamification. Although self-determination theory (SDT) provides a solid theoretical framework to achieve such purposes, it has been mostly applied superficially, limiting its potential to significantly impact gamification research and practice. This paper suggests that SDT, particularly three ideas in SDT -- a continuum of motivation, the mutually supportive nature of basic psychological needs, and the functional significance of an event -- have not been fully explored in gamification research and practice. Attention to the three ideas and relevant SDT literature will advance gamification research and practice in the following ways. First, the idea of continuum of motivation can serve as a powerful framework to conceptualize gamification. Second, the ideas of mutually supportive nature of basic psychological needs and the functional significance of an event can help us develop a nuanced instead of simplistic approach to gamification design. Finally, the three ideas suggest important research directions that have yet to be fully explored in current gamification research.

This paper presents an overview of the arts-based methodology used in a research project that aimed to explore the impact of the lived experiences of racism on 10- and 11-year-old children in the United Kingdom. The research responds to the relative lack of literature concerning the racialised experiences of young children. We discuss how we developed the arts-based method of body mapping as an ethical approach to foregrounding the children's voices. We consider that this approach contributes to knowledge and understanding about exploring the nuanced and complex relationship between the children's external worlds and their internal feelings, and supporting them to process and communicate this. We suggest that the method presented is transferable, and present our ethically engaged, arts-based planning framework that can be used if others wish to adopt this way of working.

An introduction is presented in which the author discusses articles within the issue on topics including the role of visual experiences and sociocultural pressures in the shaping of body images of people diagnosed with blindness, feasibility and acceptability of using videoconferencing tools to present an adapted job-search intervention, and low vision rehabilitation of optometrists providing services in the Pubjab, Pakistan.

Accessible Summary: What is known on the subject?: The term 'complex emotional needs' (CEN) is used here to describe people with difficulties and needs that are often associated with the diagnostic label of 'personality disorder'.People with CEN might use out of hours services such as emergency departments and Crisis Resolution/Home Treatment (CRHT) teams more often when experiencing a mental health crisis.Very little is understood about the experiences of both those receiving, and those delivering care, for people with CEN within CRHT settings. What this paper adds to existing knowledge?: There are differences between priorities for those delivering and those receiving care within CRHT settings. CRHT staff members are likely to focus more upon those aspects of their role relating to risk issues. managing resources, anxieties and the expectations of others. Service users, meanwhile, focus upon the caring relationship, wanting staff to listen to them, and to feel supported and reassured.In the papers reviewed, service users experiencing CEN did not always feel 'listened to' or 'taken seriously' especially in relation to risk issues and decision‐making. What are the implications for practice?: Relating the findings to mental health nursing and CEN within the context of CRHT, to better understand the person experiencing a mental health crisis, mental health nurses need to focus more upon the person and when making decisions around their care and must be aware of the potential for power imbalances.Collaborative 'sense‐making' in relation to a person's risk behaviours may help. Background: A growing body of qualitative evidence focusing upon the experiences of care within Crisis Resolution/Home Treatment (CRHT) is emerging; however, a firm evidence base regarding both the giving and receiving of care for those with complex emotional needs (CEN) in this context is yet to be established. Objective: A qualitative evidence synthesis was used to develop a comprehensive understanding of how crisis care for people with CEN is experienced by both those giving and receiving care, within the context of CRHT. Method: Findings from 19 research papers considering both clinician and service users' experiential accounts of CRHT were synthesised using meta‐ethnography. Findings: Both the giving and receiving of care within a CRHT context was experienced across four related meta‐themes: 'contextual', 'functional', 'relational' and 'decisional'. Discussion: Service user accounts focused upon relational aspects, highlighting a significance to their experience of care. Meanwhile, clinicians focused more upon contextual issues linked to the management of organisational anxieties and resources. For those with CEN, a clinician's focus upon risk alone highlighted power differentials in the caring relationship. Conclusions: There is a need for nurses to connect with the experience of the person in crisis, ensuring a better balance between contextual issues and relational working. [ABSTRACT FROM AUTHOR]

This paper addresses a call for submissions to provide greater clarity on the defining features of experiential learning. This is accomplished with a critical review of literature relevant to experiential learning and a qualitative-leading, mixed-method investigation exploring the defining features, canonical works, and theoretical foundations of experiential education occurring in natural settings. Postulations about experiential learning can be organized by foundational literature (ranging from Rousseau to Dewey) and definitional literature (with the formation of professional societies, research, and definitions). This is investigated further by exploring the perspectives of experiential education experts and practitioners, revealing the knowledge base to be broad and eclectic yet lacking cohesiveness. Personal experience was the single most agreed upon source of knowledge. There was not a shortage of information, but instead an overall lack of organization and cohesiveness within the field. The investigation identified the following defining features: personal experience, existential engagement, agency, fluid affordances, flexible pedagogy, empirical and conceptual ways of knowing, freedom, and precision. In addition to these insights on experiential education, this study offers a research methodology that may be useful for clarifying how experiential learning occurs within higher education settings which, in turn, can help implement it more equitably.

The AUD2IT-algorithm is a tool to structure the data, which is collected during an emergency treatment. The goal is on the one hand to structure the documentation of the data and on the other hand to give a standardised data structure for the report during handover of an emergency patient. AUD2IT-algorithm was developed to provide residents a documentation aid, which helps to structure the medical reports without getting lost in unimportant details or forgetting important information. The sequence of anamnesis, clinical examination, considering a differential diagnosis, technical diagnostics, interpretation and therapy is rather an academic classification than a description of the real workflow. In a real setting, most of these steps take place simultaneously. Therefore, the application of the AUD2IT-algorithm should also be carried out according to the real processes. A big advantage of the AUD2IT-algorithm is that it can be used as a structure for the entire treatment process and also is entirely usable as a handover protocol within this process to make sure, that the existing state of knowledge is ensured at each point of a team-timeout. PR-E-(AUD2IT)-algorithm makes it possible to document a treatment process that, in principle, does not have to be limited to the field of emergency medicine. Also, in the outpatient treatment the PR-E-(AUD2IT)-algorithm could be used and further developed. One example could be the preparation and allocation of needed resources at the general practitioner. The algorithm is a standardised tool that can be used by healthcare professionals of any level of training. It gives the user a sense of security in their daily work. [ABSTRACT FROM AUTHOR]

An editorial is presented which explores the transition to parenthood and its impact on couple dynamics, parent-infant bonding, and child development. Topics include the adjustments required by expectant couples, the effects of relationship quality on parenting, and the implications of couple dynamics for child development and stress management.

This paper aims to contribute fresh insights into youth participatory action research (YPAR) by using bell hooks' engaged pedagogy to illuminate the process of co-designing a program for transition beyond secondary school. Engaged pedagogy is a critical pedagogy that combines critical consciousness and radical wholeness and seeks to foster a learning community. The 10-week YPAR included six staff collaborators (SCs) and five youth collaborators (YCs). Data comprised recordings of weekly collaborative group meetings; group interviews with SCs and YCs; and reflections and artefacts such as planning documents, graphic organisers and photographs. Informed by engaged pedagogy, findings are represented in two themes. First, YCs and SCs raised critical consciousness by collectively unpacking and critiquing the concept of transition. Critical consciousness allowed YCs to share their lived experiences and critique the dominant deficit discourse that represents transition as a linear process that needs to be smoothed by expert adults. Second, YCs and SCs demonstrated what hooks describes as radical wholeness, by bringing their whole selves to the YPAR. While some SCs and YCs struggled with the messiness of co-design as they negotiated expectations and roles, they learned to be honest and share their emotions, becoming what hooks describes as a learning community. Using an engaged pedagogy lens, we conclude by advocating for a holistic approach for YPAR in which educators take the risk of being vulnerable, sharing uncertainty and discomfort while encouraging youth to also take risks by bringing their whole selves to the process.

In every sector, the COVID-19 pandemic has highlighted the importance of mental health resources for wellbeing. Although scholars have long recognized the interdependent relationship between academic success and positive mental health, research that can be used to guide mental health service design and delivery in post-secondary institutions is relatively unexplored. Further, the experiences of practitioners, in their day-to-day operations toward understanding and responding to student mental health problems, are an under-recognized source of data that can contribute to more effective planning and implementation. The objective of this project is to use practitioner action research principles to design, implement, and evaluate a mental health and addiction services plan at Brock University in Ontario, Canada. This paper details what occurred in the "plan-act-observe-reflect" cycles as practitioners gathered qualitative data using interviews and the World Café methodology. Results show improvement in student satisfaction ratings with on-campus mental health services. Our experience reveals that practitioner action research is a useful framework for practitioners seeking a systematic process to contribute to both fields of knowledge and fields of practice.

Gender inequality in the workplace remains a persistent issue that impacts upon women from their first point of entry into the labour market. In this paper, we explore the experiences, of 20 women in the UK as they take their initial steps onto the career ladder upon graduation. Adopting an interpretive methodology that uses a Bourdieusian framework based on habitus, capital, and field, we highlight that women continue to face structural and individual barriers that influence, and in many cases limit, available career opportunities. By intersecting gender with social class and ethnicity, intra-gender differences are identified that demonstrate the deep-seated nature of disadvantage faced by working class and ethnic minority female graduates in securing employment in comparison to their white, middle-class peers. We conclude by recommending that careers support and guidance should be introduced earlier in the education system to raise aspirations and challenge the perpetuation of gender inequality.

The purpose of this paper is to propose a conceptual model of contextual influences on musical engagement in a person's life. I developed this domain-specific conceptual model based on Bronfenbrenner's (2001) bioecological theory of human development. The model accounts for multiple, interacting contexts that may influence an adolescent's musical development. In this model, I consider one's musical life as an acknowledgment of the multitude of ways that music is a part of their daily life. A musical life encompasses more than a formal music education, and as Abeles (2010) posits, "Music education does not exist isolated in the music classroom. It is influenced by trends in general education, society, culture, and politics" (p.1). In this proposed contextual model, a person's musical life can be seen as being influenced by three systems with dynamic interactions. While extant music education research seems to suggest certain factors are associated with the likelihood of a particular student enrolling in school music programs, such as race and socioeconomic status, many other contexts are interacting upon those decisions (Elpus, 2022). Thus, when we look at students who are enrolled in school music programs, it can be easy to focus on a singular aspect, such as race, socioeconomic status, or prior experience. However, to fully understand who is in the music classroom, it is important to consider an array of factors holistically.

This paper illuminates how teachers are influenced by age, gender and sexuality in teaching about sex and relationships. In this analysis grounded in feminist theory, age, gender and sexuality are considered to be enacted as doings. Six interviews with teachers working with sexuality education in K-12 schools in Sweden were chosen from of a larger body of material consisting of 21 interviews with professionals engaged in school-based sexuality education. The six interviewees were selected because they explicitly addressed how teachers' age, gender and/or sexuality come to matter in the classroom. Findings show how male and female teachers organise their teaching in relation to normative expectations of age, gender and sexuality. In sexuality education, the diverse life-courses of (hetero)sexual women offer a wide range of pedagogic possibilities for female teachers to address issues of sexuality, consent and relationships whereas male teachers are constrained to doing safe(r) forms of masculinity by directing attention away from their bodies and experiences. In understanding these results, I argue that the figure of the "tant" has been key in forming the pedagogic backdrop to Swedish sexuality education, hence embedding a normative 'who' in the 'how' to teach sexuality education.

There is increasing interest in the role sports coaches are expected to play in supporting the mental health of elite and sub-elite athletes. This paper presents the first single-sport, mixed-methods, study of UK athletics coaches' mental health literacy (MHL). We extend previous quantitative survey-based UK studies by incorporating the qualitative lived experiences of coaches into the analysis. We explore coaches' knowledge of mental health and illness, experience of mental health training, and willingness to support athletes with mental illness. An online survey of 184 UK athletics coaches revealed that MHL was highest among women, younger coaches, and coaches with less experience. No statistical differences were found between MHL score and disability, sexuality or region in which coaches worked. Interviews held with a sub-sample of 25 survey respondents revealed a lack of clear consensus about what constitutes mental health and mental illness, and that coaches' everyday views of these did not always correspond with formal definitions or conceptualisations. Coaches' views were instead typically characterised by dominant psychological and psychiatric understandings of mental health and illness, while the significance of social relations and inequalities were often overlooked. There was a general willingness among coaches to support athlete mental health as an aspect of their duty of care, but most lacked the relevant training and understanding to do so effectively because such training was not implemented systematically within their organisational practice. Coaches' call for mandatory athletics-specific mental health training was one strategy thought to better enhance coaches' skills, knowledge and intentions to provide and seek mental health support. Important though MHL training and other sources of support is, we conclude that this is likely insufficient on its own and that there is a parallel need for multi-level, systems-wide, approaches in sport and wider society to better support the mental health of everyone.

Although W.E.B. Du Bois' impact on race theory is well-known among social scientists; his work is not widely incorporated into the sociolinguistic canon on racial identity through language. Moreover, one pervasive feature in sociolinguistic discourses is the paucity of literature exploring the Afro-Portuguese language. In addressing these shortcomings, we utilise Du Bois' double consciousness theory and the raciolinguistic perspective to discuss the process of racial identity experienced by Afro-Brazilians. DuBois' work demonstrates that context and standpoint theorising provides a deeper understanding of racial identity. This paper explores the dyadic relationship formed between linguistics and racial identity through the lens of Du Bois' double consciousness. This sets the benchmark for double linguistic consciousness in which this article explains is the awareness of self is understood not only by race but also by language. The aim is to add to the racializing discourse by exploring the connection between the racialisation process for blacks and the racial significance of language.

Purpose: This paper delves into the profound influence of societal beauty standards and the prevalence of body shaming in contemporary culture. It explores how these societal norms contribute to self-esteem issues and psychological distress among individuals, particularly young people. Design/methodology/approach: Through the poignant medium of student letters and the power of prayer, it explores the personal experiences and narratives of young individuals who have faced these challenges. Findings: Moreover, this study highlights the transformative role of education in reshaping these societal norms and fostering a culture of body positivity. Originality/value: This study underscores the potential of student letters and the spiritual guidance of prayer as tools for self-reflection and healing, ultimately advocating for the pivotal role of education in promoting body positivity and challenging the constraints of unrealistic beauty standards and body shaming.

This paper reviews the professional situation of school principals during COVID-19 in Argentina, where one of the longest school closures in the world was maintained. It analyzes the existence of burnout, concerns, constraints and needs of 252 principals at the end of the 2020 school year. The results indicate that there is a double phenomenon of Emotional Exhaustion and Personal Accomplishment, while tensions with regulations and working conditions are evidenced. We found a leadership open to the context, with greater autonomy and a strong emotional commitment, with implications and challenges for the post-pandemic future.

Research involving young people is a challenging process that requires managing relationships with diverse individuals and groups, including the young participants and their various gatekeepers. While it is normally assumed that the researcher is in overall control of their research, by using a Foucauldian conception of 'power as effects' that operate in the form of relations and through discourse as the articulation of norms, this paper discusses how, in practice, the researcher can lose control over their research and so be forced into making substantial compromises concerning the nature and extent of the data they can collect. I do this by reflecting on my experience of conducting research involving UK secondary school students using online data collection methods during the COVID-19 pandemic. I identify several factors that generated power effects which influenced the conduct of the research, including: an ethics review that relied on a simplistic discourse concerning young participants' (in)competence; my own self-regulation of my conduct in respect of 'ethical' research; my 'positionality' in the field; and a researcher's general dependence on participants and gatekeepers to complete their research. I conclude by reflecting on how these factors may impact upon the conditions for viable social research involving young people.

Background: People who have communication difficulties may benefit from using augmentative and alternative communication (AAC). Understanding and measuring outcomes from the use of AAC is an important part of evaluating the impact of devices and services. Outcome measurement needs to reflect the changing nature of the impact of using AAC on an individual's ability to participate in activities of daily life. There is a limited understanding of the concepts that should inform the evaluation of outcomes from AAC device provision, nor how people's expectations from AAC may change over time. Aims: To inform the development of a patient-reported outcome measure for AAC by understanding more about people's expectations from AAC and how these change over time. Methods & Procedures: A longitudinal qualitative research study was designed and carried out with seven participants over a period of 2 years. Participants were recruited from a regional specialist assessment service for AAC in the south-west of the UK. Four semi-structured interviews were carried out: (1) before assessment for AAC, (2) after assessment, (3) directly after provision of an AAC device and (4) between 6 and 12 months after provision. An original analytic method was used in this study that built on the principles of longitudinal interpretative phenomenology analysis, applied with a dialogic theoretical lens. This approach enabled the inclusion of a range of multimodal and embodied data collected to this study and allowed the research team to draw out salient themes across the cohort group while attending to the influence of time and context on experience. Outcomes & Results: The results confirm and extend the three core concepts that were used to guide analysis: changes; contexts; future possibilities. The contextual and temporal influences on outcomes attainable from AAC for this cohort were also identified and illustrated through cross-case comparison. Deeper, analytic, and conceptual engagement with theory, which was then applied to analysis of the data, provided methodological rigour in the study. The results enhance our understanding of people's hopes and expectations from AAC and how these change over time. Conclusions & Implications: This qualitative longitudinal research study provides new insights into the journeys of people who experience communication disability, and the shifting nature of their sense of identity as they engage with, and learn from using, AAC. The study is significant as it attends to the dynamic nature of experience and how contextual and experiential factors influence people's hopes and expectations from AAC. The paper presents an original application of longitudinal qualitative research methodology with people who use AAC which can be further applied and tested in the field of communication disability research.

To date, there is a lack of suitable assessment tools specifically for the looked after child population. Such assessments, often completed by foster carers, help to provide an overview of a child's presenting level of emotional and behavioural need, and are evidential in offering a pathway to further provision and services for young people in care. This study explores perspectives of foster carers working at one UK-based independent fostering agency, Five Rivers Child Care (FRCC). The twofold study, conducted in 2017, involved understanding foster carers' perceptions both of routine assessments and subsequent feedback procedures; activities which are mandatory to facilitate foster carers' understanding of the wellbeing needs of the young people within their care. In Study 1, an online quantitative survey established foster carers' (n = 42) experiences of assessment and intervention, over a six-month timeframe. Study 2, conducted with a subsample of carers (n = 6) used telephone interviews to provide additional qualitative insight. The findings of both studies were consistent, highlighting the need for enhanced relevance of assessments, active involvement in the assessment process, more knowledge of the process; greater support with assessments; and further opportunity to self-reflect. The paper reflects on how the findings resulted in developments within the FRCC assessment process in 2018, including adaptations and additions to its protocol, with the aims of improving outcomes for children in care services, increasing collaboration and support, and enhancing reflection and practice. These findings have allowed for assessments to be tailored or changed, with carers being far more involved and informed of the process, resulting in improved practice and enhanced learning about this population. Furthermore, this study has wider implications beyond FRCC: the extracted themes are likely to be highly pertinent and applicable across similar populations, with assessment protocols enhancing understanding about the expectations and challenges that might emerge within this population.